NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1165249
Record Type: Journal
Publication Date: 2018-Feb
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0734-2829
Decision-Making Accuracy of CBM Progress-Monitoring Data
Hintze, John M.; Wells, Craig S.; Marcotte, Amanda M.; Solomon, Benjamin G.
Journal of Psychoeducational Assessment, v36 n1 p74-81 Feb 2018
This study examined the diagnostic accuracy associated with decision making as is typically conducted with curriculum-based measurement (CBM) approaches to progress monitoring. Using previously published estimates of the standard errors of estimate associated with CBM, 20,000 progress-monitoring data sets were simulated to model student reading growth of two-word increase per week across 15 consecutive weeks. Results indicated that an unacceptably high proportion of cases were falsely identified as nonresponsive to intervention when a common 4-point decision rule was applied, under the context of typical levels of probe reliability. As reliability and stringency of the decision-making rule increased, such errors decreased. Findings are particularly relevant to those who use a multi-tiered response-to-intervention model for evaluating formative changes associated with instructional intervention and evaluating responsiveness to intervention across multiple tiers of intervention.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A